Hanover Researchhttp://www.hanoverresearch.com
Global Information Services FirmFri, 21 Nov 2014 20:24:25 +0000en-UShourly1HanoverResearchhttps://feedburner.google.comVideo Testhttp://www.hanoverresearch.com/video-test/
http://www.hanoverresearch.com/video-test/#commentsFri, 21 Nov 2014 20:24:25 +0000http://www.hanoverresearch.com/?page_id=14852http://www.hanoverresearch.com/media/H264_test1_Talkinghead_mp4_480x360.mp4
]]>http://www.hanoverresearch.com/video-test/feed/0Hanover’s “Helping Faculty Differentiate Between the Good and the Fundable” Article on Cover of National Council of University Research Administrators’ (NCURA) magazinehttp://www.hanoverresearch.com/insights/hanovers-helping-faculty-differentiate-between-the-good-and-the-fundable-article-on-cover-of-national-council-of-university-research-administrators-ncura-magazine/
http://www.hanoverresearch.com/insights/hanovers-helping-faculty-differentiate-between-the-good-and-the-fundable-article-on-cover-of-national-council-of-university-research-administrators-ncura-magazine/#commentsFri, 21 Nov 2014 16:57:10 +0000http://www.hanoverresearch.com/?p=14838Continued]]>Grants Consultants Michael Preuss and Susan Perri’s article, Helping Faculty Differentiate Between the Good and the Fundable, was featured on the cover in the December issue of the National Council of University Research Administrators’ (NCURA) magazine. This article serves as a tool to guide grants scoping discussions with institutional faculty and staff, and includes an informative table outlining the difference between good and fundable program concepts.

We’re honored to have our article “The Importance of Process in New Product Development” included in Marketing Research Association’s Alert! Magazine. This article covers all-too-common pitfalls to avoid in the new product development (NPD) process, as well as solutions to reduce these obstacles and stumbling blocks.

We hope you enjoy this article as well as the others included in the magazine.

About the Marketing Research Association (MRA): Founded in 1957, the Marketing Research Association is the leading and largest association of the opinion and marketing research profession, which delivers insights and intelligence to guide the decisions of companies providing products and services to consumers and businesses.Visit http://www.marketingresearch.org/ for more information.

One of the most exciting developments in education research over the last decade has been the rise of tools that support interactive data-based presentations. Traditionally, research firms have delivered static reports in the form of PowerPoint decks, spreadsheets, chart books, and the like. With these formats, it can be tough to strike the balance between comprehensive and insightful reporting. By leveraging interactive reporting tools, however, Hanover Research is leading the way in empowering our clients to explore their data and truly understand the ways in which various data points relate to and inform key metrics.

We provide one such example below in the form of a map that depicts distance education program enrollment data from the National Center for Education Statistics (NCES). This interactive map provides postsecondary institutions and policymakers with a convenient tool to help them understand the extent to which postsecondary institutions are serving online students residing in their state.

Advances in Distance Education Data

The rapid growth of online education has been a consistent topic of discussion and study for more than a decade; however, the availability of data has generally not kept pace with interest in the topic. Until recently, hard data were unavailable to validate the number of students earning degrees through online programs or to identify where they live and study.

IPEDS website

In the 2012-2013 academic year, the National Center for Education Statistics (NCES) began tracking distance education enrollment, asking institutions to report the number of distance education students enrolled. As a result, visitors to the NCES’s Integrated Postsecondary Education Data System (IPEDS) site can now access profiles of the distance education enrollment at each US institution, including a breakdown of enrollments by students’ degree level (undergraduate degree-seeking, undergraduate non-degree-seeking, and graduate) and home location (in-state, out-of-state, outside U.S., and unknown).

Hanover determined to make it easier for institutions to explore these new data. We also aim to answer, to the extent possible, where to find potential online students, if not in the institution’s own backyard.

We analyzed and mapped the NCES’s new distance education data, along with data from IPEDS on the total number of postsecondary students in each state, with a focus on two measures:

The percentage of degree-seeking undergraduate students enrolled in four-year institutions (as defined by IPEDS) in the state that are enrolled exclusively in distance education courses and live outside the state.

The percentage of degree-seeking undergraduate students enrolled in four-year institutions in the state that are enrolled exclusively in distance education courses and live within the state.

As the map shows, the overall distance education market is dominated by a few large institutions that serve students nationwide, not just those in their home state. The University of Phoenix, based in Arizona, stands out as the largest distance education provider by a wide margin, with over 200,000 undergraduate distance education students. As a result, more than half of the degree-seeking undergraduate students enrolled in all of Arizona’s four-year institutions combined are enrolled in distance education programs. Few of these students are Arizona residents. The only other state where more than 50% of students are enrolled online is Iowa—the home of Ashford University (68,000 online undergraduates) and Kaplan University’s Davenport (flagship) campus (34,000 online undergraduates). West Virginia—home to the American Public University System (47,000 online undergraduates)—is not far off the mark, with distance education students accounting for over 40% of the state’s undergraduate enrollments at four-year institutions.

A few high-population states, such as New York, Illinois, and Florida, are also home to institutions that do not account for as many of their states’ four-year undergraduate enrollments as Ashford University and the University of Phoenix, but which nonetheless support many online students. Florida also stands out for the number of institutions located in the state with significant distance education enrollments. The state has six different institutions with at least 5,000 degree-seeking undergraduates enrolled in distance education programs, whereas most other states have only one or two such institutions.

Looking beyond our nation’s borders, the institutions we examined rarely reported online undergraduate program enrollment by students living outside of the United States. Notably, Fort Hayes State University in Kansas reported that 3,600 students located outside of the US were enrolled in its undergraduate-level distance education programs in 2012-13. No other institution reported more than 200 such enrollments.

Leaders in Same-State Online Distance Education

There are fewer institutions focused on serving in-state, or “same-state,” students through their distance education programs. Maryland stands out as an outlier in this respect. The University of Maryland’s University College enrolls nearly 20,000 same-state distance education students as undergraduates, making it the largest institution in terms of same-state students by a wide margin (the next institution is the University of Phoenix, with just under 8,000 enrolled undergraduate students from within Arizona). In South Dakota and Alaska, same-state distance education students also account for a relatively high proportion of all students in the state, though the states’ smaller populations mean that the absolute numbers are not as impressive.

What state has the most same-state distance education enrollments? The answer is Florida, with nearly 56,000 residents enrolled in undergraduate distance education programs at four-year institutions in the state. Meanwhile, Ohio has more same-state distance education enrollments than California (24,000 students versus 16,000), despite having less than a third of the number of adult residents in 2012.

The state with the fewest same-state distance education enrollments (excluding the District of Columbia) was Rhode Island, with only 242 students. Relative to state population, California, again, has few students enrolled online in state-based programs. The need for more online program options has been a particular point of contention surrounding the University of California recent regent’s committee meeting, with Governor Jerry Brown advocating for more online course options to help mitigate budget shortfalls in the system.

The Future of Online Distance Education

As colleges’ online education offerings expand, the current trends will evolve. Will the four-year sector continue to be dominated by private institutions serving students nationwide, while public institutions serving in-state students remain more influential in the two-year sector? Conversely, will public four-year institutions adapt to serve more of their residents? Which institutions will succeed in attracting online students located outside of the United States? Perhaps most important, how much more data will be available about this important student population in the coming years?

The NCES’s new distance education enrollment dataset represents a great step forward, but there is much we can still learn about where these students live and the extent to which local and regional institutions can and should serve their needs.

What trends do you predict will evolve, and how do you see the evolution impacting online distance education and the students it serves? Share your viewpoints with us in the comment section below.

As an undergraduate at California Institute of Technology, Park worked as a research assistant in the social science department, conducting laboratory experiments in economics and helping to manage the department’s survey data.

]]>http://www.hanoverresearch.com/insights/data-visualization-for-higher-education-what-mapping-can-tell-us-about-online-program-marketing/feed/03 Trends in Higher Education Faculty Developmenthttp://www.hanoverresearch.com/insights/3-trends-in-higher-education-faculty-development/
http://www.hanoverresearch.com/insights/3-trends-in-higher-education-faculty-development/#commentsWed, 19 Nov 2014 23:23:44 +0000http://www.hanoverresearch.com/?p=14795Continued]]>In our higher education monthly newsletter back in July, we fielded a survey asking readers what topics they wanted to learn more about. This month’s snapshot into the current state of faculty affairs was a suggestion courtesy of a Provost/VP for Academic and Student Affairs at a large southern university. Have other higher ed topics you’d like us to cover? E-mail us with your ideas.

3 Trends in Higher Education Faculty Development

The higher education industry has undergone substantial change in the last several decades. Faculty members serve as drivers of these changes when implementing new educational tactics, programs, and policies. However, while teaching staff translate new innovations to impact student outcomes, those in leadership functions must strive to ensure faculty policies and practices establish the employee support structures needed to achieve these goals.

While faculty at most postsecondary institutions arrive as experts in their respective disciplines, few have had substantive and formative experiences in the instructional techniques that contribute to quality teaching and learning. Historically, the assumption at colleges and universities has been that faculty members will self‐educate, honing their teaching skills and incorporating new pedagogical techniques individually and with limited external support. The changing landscape of higher education – with an increasingly diverse student body, growing workforce demand for highly‐qualified graduates, and the unprecedentedly rapid advancement of knowledge and understanding – have led postsecondary institutions to bolster the number and scope of professional development opportunities available to faculty.

Below, we outline faculty development trends evident across the nation’s higher education landscape. These insights were picked from the report Best Practices in Faculty Development, located in our Education Library – an online repository of over 1,800 reports available to Hanover partners. Learn more about the education library, and other benefits of Hanover’s partnership model, by completing the form below.

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1. Development is going digital.

Many U.S.‐postsecondary institutions are increasing the breadth and scope of faculty development programs, particularly as they relate to teaching and learning. Changing student‐body demographics, increasing prevalence oftechnology, and the demand for more‐skilled graduates have led to institutions to invest intraining faculty in pedagogical techniques, educational software platforms, andinnovative content delivery mechanisms.

In response to the growth of online education, faculty development programs at postsecondary institutions are increasingly focused on training and supporting professors in the use of educational technology. Many colleges and universities provide technology training as a centralized service, often incorporated into larger faculty development initiatives. Universities are also widely employing “technology natives,” often students, to support faculty in the implementation of technological platforms.

2. Mentorship should cast a wide net.

The ideology underlying faculty mentoring programs at many colleges and universities has shifted from one of unidirectional transfer of institutional and professional knowledge to one of greater reciprocity. Contemporary mentoring programs often emphasize the mutual benefits for professors at all academic ranks, and are increasingly turning toward a “mentoring network” structure, rather than the single mentor‐mentee relationship.

3. Support is needed at every level.

Though primarily employed for junior faculty members, the current body of literature suggests that mentoring programs are also likely to be beneficial for midcareer faculty – as experienced faculty members are more likely to have more sophisticated and nuanced questions related to teaching and learning, but may be hesitant to raise these questions in a workshop setting

Programs for mid‐career faculty are often seen as akin to coaching, rather than mentoring, and frequently involve the pairing of faculty at the same career level. These reciprocal relationships are an effective means of developing more intricate solutions to complex problems and can be instrumental in helping recently‐tenured faculty establish a foothold within their university.

The enactment of recent legislation, including No Child Left Behind (NCLB) and the Individuals with Disabilities Education Act (IDEA), put team or co‐teaching in the spotlight. A popular strategy for educating students with special learning needs, this instructional method is used to adhere to the IDEA requirement that children with disabilities be educated in the least restrictive classroom environment possible.

As a result of these legislative mandates, the number of schools implementing co‐teaching has increased, as has the number of students with disabilities that are educated alongside their typically developing peers. But, what is co-teaching, and how can districts effectively implement this instructional technique to best impact student achievement?

What is Co-Teaching?

Broadly, co-teaching may be defined as a mode of instruction in which two or more educators, or other certified staff members, share responsibility for a group of students in a single classroom or workspace. Co-teaching is not necessarily collaborative, nor is it synonymous with traditional team teaching, which generally does not alter the student-teacher ratio and does not blend multiple approaches to teaching.

By contrast, “co-teaching draws on the strengths of both the general educator, who understands the structure, content, and pacing of the general education curriculum, and the special educator, who can identify unique learning needs of individual students and enhance curriculum and instruction to match these needs.”

How Can You Implement Effective Co-Teaching Policies?

Educators and administrators should consider a number of variables that influence the effectiveness of a co-teaching program. The following recommendations are derived from the report Effective Practices for Co-Teaching in Elementary Schools, available for download at the form below.

Teachers should have at least 45 minutes of co-planning time four to five times per week.

Other recommendations range from 10 minutes per lesson to 60 to 90 minutes per unit. While the specific time allotted varies by situation, research emphasizes the need for co‐planning to be an ongoing process that allows teachers to review progress on a regular basis, make adjustments, evaluate students, and develop strategies to address problems either in discipline or learning.

Co-teachers need professional development that addresses effective teaching strategies, appropriate accommodation of students with special learning needs, and collaboration.

Teachers need their practice to be grounded in a knowledge of and fluency in proven teaching methods. Schools should therefore provide professional development opportunities that equip teachers with the skills needed to team effectively.

Schools should employ both short-term and summative evaluation techniques to assess program strengths and weaknesses.

Program evaluation, both periodic and annual, is a crucial component of effective co-teaching implementation. Information gleaned from these evaluations should inform redesigns or adjustments to co‐teaching programs. Assessment tools may include student pre‐ and post‐tests, student satisfaction surveys, student behavior reports, and teacher satisfaction surveys.

Applying best practices and conducting recurring evaluations when implementing a co-teaching program equips administrators and teachers with the information needed to help their students, regardless of ability level, succeed in the classroom.

Learn more about how to implement effective co-teaching practices by downloading Hanover’s free report. Additionally, click the image below to download a comparative guide outlining proven methods for co-teaching instruction.

THE PARTNERSHIP

In 2011, Sylvan partnered with Hanover Research to centralize the company’s research initiatives and eliminate the annual bidding process for recurring project needs. Amy Przywara, Vice President of Marketing, noted how Hanover meets a significant need for Sylvan by stating:

Sylvan is a huge company, but our headquarter operations are quite small – meaning we have to prioritize how to efficiently allocate our staff’s time. Having Hanover’s partnership gives us the best of both worlds, providing dedicated support that integrates research expertise with a comprehensive understanding of our business. This partnership gives us access to research experts without the overhead that often comes with external vendor contracts or with maintaining our own research department.”

Sylvan’s marketing group manages the Hanover partnership and oversees the company’s brand initiatives, creative operations, new product promotions, and content marketing. Amy and her team integrate Hanover’s findings as a “piece of the puzzle” when creating Sylvan’s messaging and when developing go-to-market strategies. Further, Hanover’s research is often presented to Sylvan’s Project Review Board – an executive forum that influences the company’s strategic direction.

THE RESEARCH IMPACT

Sometimes we’re so focused on our internal needs that we lose sight of best practices and an element of objective industry perspective. Hanover is our solution to overcoming this issue. The partnership helps us to interpret the big picture of our market positioning through objective eyes.” - Amy Przywara, Vice President of Marketing

Franchising regulations require that Sylvan provide disclaimers to qualify all brand statements when marketing to sell additional franchise units. Hanover’s surveys of Sylvan customers and non-customers have armed the company with the data needed to both support these claims and build the brand’s credibility with current and prospective customers.

_________________________________________________________________Hanover and Sylvan will continue working together in 2015 to further affirm the company’s leading brand and market presence in the tutoring industry.

For more information regarding this case study, contact Yui Nagashima.

]]>http://www.hanoverresearch.com/insights/case-study-validating-market-presence-through-customer-feedback-sylvan-learning/feed/0Freehold Regional High School District Awarded $10,000 to Develop a STEM Learning Centerhttp://www.hanoverresearch.com/insights/freehold-regional-high-school-district-awarded-10000-to-develop-a-stem-learning-center/
http://www.hanoverresearch.com/insights/freehold-regional-high-school-district-awarded-10000-to-develop-a-stem-learning-center/#commentsMon, 10 Nov 2014 14:55:25 +0000http://www.hanoverresearch.com/?p=14674Continued]]>Grant funding from the OceanFirst Foundation will allow a high school within the district to design a state-of-the-art technology classroom

WASHINGTON, DC –Manalapan High School was one of five high schools in the Englishtown, New Jersey area to receive $10,000 from the OceanFirst Foundation’s Model Classroom Grant Program.

Statewide, only 14% of college degrees granted in New Jersey are in STEM fields. In response to the increasing local, state, and national need for scientists, engineers, technicians, and other skilled workers in STEM fields, Manalapan will use awarded funds to create a STEM Learning Center. Specifically, grant funding will help the district purchase computer-aided design (CAD) workstations; install programs for students to work with industry-standard CAD software; and invest in both smart boards and a 3-D printer.

The classroom redesign and technology infrastructure upgrades will raise the rigor of Manalapan’s school day curriculum through the inclusion of more interactive, hands-on learning opportunities. Once established, the STEM Learning Center will:

Increase student awareness of STEM subject offerings;

Improve interdisciplinary collaboration between local, state, and national STEM institutions; and

Build student interest in continuing studies and/or careers in STEM.

“The financial award will a go long way towards upgrading one of our current technology education labs so that we can better prepare students for future studies and careers in science, technology, engineering, and mathematics related fields,” said Manalapan High School Principal Adam Angelozzi, Ed.D.

One of six high schools in the Freehold Regional High School District (FRHSD), Manalapan High School currently provides educational services for more than 2,100 students. The development of the STEM Learning Center aligns specifically with the district’s current strategic plan, which calls to implement a multi-year, cost-effective plan to facilitate the maintenance and growth of the technology infrastructure.

Hanover Research worked with Manalapan High School’s Technology Education Supervisor and Assistant Principal to prepare the grant submission to the OceanFirst Foundation. Hanover supported the proposal production process by identifying shortcomings with the school’s current classroom spaces and redesigning the proposed 21st century learning and CAD experiences to align within the funding narrative.

“We are delighted for our partner and this much deserved classroom upgrade, as the infusion of this technology will help FRHSD better serve its high-needs New Jersey community,” stated Anthony Buenafe, Content Director in Hanover’s Grant Development Center.

This award marks the second of two wins in Freehold Regional High School District’s partnership with Hanover Research. The first awarded proposal funded a teen driver safety program.

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About Freehold Regional High School District (FRHSD):The FRHSD is located in Western Monmouth County, New Jersey, USA. Our sending schools cover an area of over 200 square miles. We educate nearly 12,000 students in our six high schools.The schools of the Freehold Regional High School District form a diverse andsupportive community offering innovative and comprehensive programs that inspire studentsto maximize their potential, preparing them to navigate an evolving global society. Learn more at http://www.frhsd.com/.

About Hanover Research: Hanover Research provides comprehensive grant development support to healthcare organizations, hospitals, higher education, K-12, municipalities, and other non-profit organizations. All services are delivered on a fixed-fee annual basis, with clients receiving support on an unlimited number of sequential activities across the partnership term. Areas of expertise include: grants prospecting and strategy; program development consultation; grant proposal development; and ongoing opportunity identification. Visit us at www.hanoverresearch.com.

THE CHALLENGE

Clarion’s priority is to retain top student talent. To improve retention, Moneta’s institutional research team wanted to understand what factors enable students to succeed at Clarion. He commissioned Hanover to track the institution’s newest freshman cohort, with an emphasis on minority and first- generation college populations.

THE APPROACH

Hanover analyzed Clarion’s student data from 2006 through 2011 to assess which demographic, institutional, and academic variables were the most useful predictors of four-year and five-year graduation and second-, third-, fourth-, fifth-, and sixth-year retention. Analysts developed multiple analytical models that assessed retention factors, predictors of conditional retention, and the likelihood of on-time graduation.

THE RESULT

Hanover determined that a student’s high school ranking is a strong predictor of retention and graduation and as such, Clarion should strive to improve these student success metrics by increasing its admission rates of higher ranked students. Additional report findings regarding Clarion’s historical retention trends and the specific student qualities that may be predictive of retention and on-time graduation are outlined below.

THE IMPACT

Moneta and Clarion’s administrators discussed the report when evaluating the institution’s current and historical challenges for ensuring retention and encouraging graduation. After reviewing the data, Clarion’s administrators identified current gaps in services and created new programs to better target at-risk student populations. Administrators implemented a number of retention-focused initiatives, including:

Developing programs focused specifically on the success and retention of new freshman;

Investing in data-based software and resources intended to further student persistence efforts; and

Establishing new support services through the Student Minority Affairs Office geared towards the success and retention of minority students.

“Clarion has succeeded in raising our retention rates to totals significantly higher than the institution had experienced prior to using data-driven decision making. Using this retention data has helped us to develop interventions and identify high-impact programs that will not only help our students succeed, but also keep them here until graduation.” – Ray Moneta, Director of Information Management and Institutional Research

THE VALUE

With Hanover’s support, Moneta and his lean team have become more effective in fulfilling the data requests of Clarion’s President, Provost, other university departments, and the PASSHE Chancellor. Moneta stated: “Hanover helps our team learn how our practices can be enhanced. Through the research, we are able to take action and make the right choices for our institution.”

Clarion is also assessing the viability of new credentials of interest, as well as degree programs that might need to be re-evaluated in accordance with market trends. During the institution’s year-long, fixed-fee partnership engagement, Moneta has tasked Hanover to perform market evaluations, program demand analyses, and workforce demand studies. After taking Hanover’s report of the student demand and the labor market outlook for engineering degrees into consideration when expanding its current program portfolio, the institution plans to move forward with two new engineering credentials.

Clarion University will continue to apply Hanover’s research when supporting the success of its current students and when making critical internal decisions regarding future program expansion initiatives.

For more information regarding this case study, contact Yui Nagashima.

]]>http://www.hanoverresearch.com/insights/case-study-applying-research-to-improve-retention-clarion-university/feed/0Hanover Research is Among the Fastest Growing Companies in the Washington, D.C. Regionhttp://www.hanoverresearch.com/insights/hanover-research-is-among-the-fastest-growing-companies-in-the-washington-d-c-region/
http://www.hanoverresearch.com/insights/hanover-research-is-among-the-fastest-growing-companies-in-the-washington-d-c-region/#commentsTue, 04 Nov 2014 13:52:59 +0000http://www.hanoverresearch.com/?p=14560Continued]]>WBJ recognizes Hanover as the DC area’s 16th fastest growing company in its 2014 Fast 50 rankings

Since acquiring our first customer in 2005, Hanover Research’s revenues have grown an average of 78% per year – helping us earn recognition from the Washington Business Journal as one of the DC area’s fastest growing companies of 2014. Read on to learn why Hanover’s employees and unique business model are the reasons for our continued success.

WASHINGTON, DC – The Washington Business Journal (WBJ) recognized global information services firm Hanover Research (Hanover) as the 16th fastest growing company in the Washington metro area. Each year, the WBJ identifies the 50 fastest growing public and private companies in the region. Selected companies must exhibit at least three years of consecutive revenue and headcount growth.

Founded in 2003, Hanover provides research support to both for-profit and non-profit organizations. Today, Hanover employs nearly 300 people and serves more than 900 organizations in 30 different industries.

Wes Givens, Hanover’s President and Chief Content Officer, attributes the company’s growth to its highly skilled employee base. “We are very excited to be recognized as one of the DC area’s fastest growing companies,” stated Givens. “This is Hanover’s first year on the list, and our inclusion would not have been possible without the hard work of our incredibly dedicated and talented staff.”

Since acquiring our first customer in 2005, Hanover’s revenues have grown an average of 78% per year. Hanover provides unlimited custom research for an annual, fixed cost. While clients pay only once per year, they may tap into Hanover’s team of researchers, survey experts, analysts, and statisticians as often as they wish, developing deep and collaborative relationships with teams that are focused on delivering actionable insights quickly and affordably.

“Our unique business model is appealing to organizations around the world that struggle to gather, analyze, and generate insights from data, and our clients look to us to help them solve some of their biggest challenges,” Givens continued. “Our goal is to develop long-lasting relationships with these clients, and every one of our employees is dedicated to finding creative and innovative ways to serve them. The WBJ’s recognition is proof that we are succeeding, and we look forward to continued growth and innovation across the coming years.

About Hanover Research:Hanover Research is a global information services firm providing knowledge support to both for-profit and non-profit organizations. Through our unique, fixed-cost model we provide customized, timely, and authoritative research and advice enabling our clients to make informed decisions, identify and seize opportunities, and heighten their effectiveness. Learn more at www.hanoverresearch.com.

About the Washington Business Journal: The Washington Business Journal (WBJ) is among the most trusted sources for the latest business and industry news in the Washington DCregion. The WBJ is a part of the American City Business Journals, the premier media solutions platform for companies strategically targeting business decision makers. With a total business audience of over 10 million people via 43 websites, 40 publications, and 550 annual industry leading events, the platform provides comprehensive coverage of business news from a local, regional, and national perspective, covering America’s business more than any other business media organization does. Visit http://www.bizjournals.com/washington/

The sudden decline in overall student enrollment in 2012 posed serious problems for certain institutions with regard to short‐term revenues and long‐term viability. Some missed enrollment targets by huge margins, creating panicked efforts for last‐minute summer enrollments as a means of sustaining operating budgets. A recent U.S. Census Bureau report confirmed the continuation of this decline into 2013, as college enrollment decreased for the second straight year with a drop of 2.3% to 19.5 million students enrolled. The cumulative two-year decline of 930,000 students was larger than any college enrollment decrease before the recent recession.

Observers attribute this negative trend to a decrease in the number of 18‐year olds in the overall population, the rising cost of tuition standing as a barrier to college entry, economic recovery allowing more to choose employment over continued education, and the leveling‐off of high school graduation rates. Inside Higher Ed further noted that

College enrollments typically fall or flatten when the economy improves, so the [National Student] clearinghouse’s report of declines isn’t terribly surprising (despite the relatively slow improvement in the job market, as defined by unemployment figures). But the size of the decrease is likely to be of concern to college officials trying to fill their classes to deal with increased costs or flattening state support.

The nation’s downward enrollment trend poses a number of challenges for institutions working to maximize an already finite resource pool. In its September 2014 Higher Education Outlook Survey, KPMG reported that 85% of higher education leaders are either ‘very’ or ‘somewhat’ concerned about maintaining current enrollment levels – a 14% increase from the 2013 report. Further, competition for students amongst peer institutions compels colleges to maintain spending on academic programs and amenities – which is often counterproductive in combatting the rising price of tuition and expanding education access for low-income students.

Is Higher Education One Large Bubble?

American economist Richard Vedder and the Center for College Affordability and Productivity’s Christopher Denhart have argued since 2010 that higher education produces too many graduates. Citing data on the under‐employment of college graduates – for example, 15% of taxi drivers now hold a bachelor’s degree compared to just 1% in 1970 – they believe the government needs to rethink education policies that blindly and solely subsidize bachelor of arts programs. In a 2014 reprise on this theme, they cited additional data on the declining dollar value of a degree in terms of median earnings, and a particularly strong decline of female enrollments in comparison to male enrollments. Education policy expert George Leef and others have echoed these sentiments, warning that a college degree does have some value to some people, but should not be considered “a panacea for all personal and social problems.”

Or, Are Smaller Bubbles Causing Enrollment Decline?

The Atlantic’s Jordan Weissman sees things a bit differently, however. Instead of an overall bubble, he suggests a more nuanced examination in which we recognize that for‐profit and two‐year institutions have been disproportionately affected, while public and four‐year institutions have seen enrollment growth. “All of the declines happened in the troubled for‐profit sector,” he wrote, “which has cut back somewhat on enrolling clearly under‐qualified students in an effort to clean up its image, and community colleges, which have been grappling with overcrowding in recent years.”

What Do These Enrollment Trends Mean for the Higher Education Market?

Regardless of why the bubble may burst, or even what it looks like, a decrease in enrollment translates to a decrease in tuition revenue and, for many institutions, results in an unexpected resource deficiency. To address the implications of overall student enrollment on higher education market, we uncovered the following key trends.

Enrollment Segment

Market Trend

Total Student Population

Overall, the proportion of the total population enrolled in higher education rose 1.7% points from 2000 to 2012, although it peaked at 7% in 2010 and has since declined slightly.

Institution Type

Large master’s degree institutions and research institutions (very high research activity) remain the largest higher education sectors, capturing 16.7% and 13.7% of total enrollments, respectively.

Geographical Region

Locations with the highest overall enrollment and the greatest average annual numerical enrollment gains tend to be major metropolitan areas. However, the regions with the highest compound annual growth rates represent smaller, emerging academic centers.

Sources: US Census Bureau and IPEDS

In the coming weeks, institutions will continue to report their successes and shortfalls for the 2014-15 academic year. The Chronicle of Higher Education estimates that 38% of small private colleges and midsize state institutions failed to meet their 2014 goals for both freshman enrollment and net tuition revenue. Applying market research to project future enrollment, inform strategic planning, and uncover effective strategies for diversifying institutional revenue can be effective in setting more achievable goals in future years. Further, data-driven goal setting equips administrators to more effectively respond to anticipated changes in the market and adapt recruitment efforts to fit the evolving needs of the communities they serve.

Complete the form below to download Hanover’s free report, Evaluation of Student Enrollment Trends, and gain a deeper understanding of the fears around our higher education system’s potential enrollment bubble.

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About the Author:

Elizabeth Yohn is a Research Consultant for Hanover Research’s education practices based in Charlottesville, Virginia. With more than seven years of experience in education research and administration and drawing upon additional experience in applied archival and oral history from The College of William and Mary (BA ’09, MA ’13), she seeks to connect critical theories with real-world experiences toward better and more accessible education for all. Her work has been featured at conferences of the International Cultural Research Network and the American Evaluation Association.

]]>http://www.hanoverresearch.com/insights/higher-educations-enrollment-bubble-a-trends-analysis/feed/0Integrating Student Growth into Teacher Evaluations: Adopting and Implementing the Right Measures for Your Districthttp://www.hanoverresearch.com/insights/integrating-student-growth-into-teacher-evaluations-adopting-and-implementing-the-right-measures-for-your-district/
http://www.hanoverresearch.com/insights/integrating-student-growth-into-teacher-evaluations-adopting-and-implementing-the-right-measures-for-your-district/#commentsTue, 28 Oct 2014 20:01:18 +0000http://www.hanoverresearch.com/?p=14512Continued]]>Amidst the changing backdrop of education reform, the role of the teacher is constantly evolving. As such, the evaluation systems upon which these teachers are measured are under examination. The National Council on Teacher Quality (NCTQ) advocates that effective teaching be rooted in academic results for students, and recent reports show that the nation is adopting this mindset quickly. Five years ago, 35 states did not require teacher evaluations to include student learning measures. Today, only six states have yet to add the measure as a future policy.

Since 2007, researchers in education policy have moved toward growth models to assess teacher and program effectiveness because “these statistical tools present a more complete picture of school performance.”

Adopting the Right Growth Measures

The value-added model (VAM) and the use of student learning objectives (SLOs) have emerged as proven analytical frameworks to measure student growth. The decision to implement one of these types of alternative measures for assessing teacher effectiveness varies based on district needs and data capabilities, finds a NCEE report profiling early-adopting districts. Districts using alternative assessment-based VAMs choose to take advantage of existing assessments, while those using SLOs select them as a teacher-guided method of assessing student growth.

Value-Added Model

This modelto measuring student learning growth is unique because it analyzes changes in students’ performance over time.VAMs use the results of end-of-course assessments or commercially available tests in statistical models. Students’ actual scores are compared to their predicted scores, which aretypically determined by the average score of comparable students in previousyears. Therefore, their overall growth (either positive or negative) is affected bytheir expected growth.

The value-added model requires that schools and districts collectextensive student and teacher data over many years, making it somewhat complex to implement. Despite the considerable criticisms of VAMs, this framework is likely to endure for the foreseeable future.

Student Learning Objectives

Due to the implementation of student growth‐based evaluation standards, student learning objectives have also become increasingly popular. This model includes growth metrics for grades and subjects for which state or commercial tests are not available. As such, several states and individual districts have recognized SLOs to be a valuable tool for measuring student growth in both tested and non‐tested subjects.

SLOs are determined by individual teachers, approved by principals, and used in evaluations that do not involve sophisticated statistical modeling. Thus, SLOs allow teachers, evaluators, and principals to work together in establishing the learning outcomes and performance factors that should be weighed in the educator evaluation process.

In order to ease potential teacher anxiety for adopting SLOs, the National Center for Education Evaluation and Regional Assistance (NCEE) suggests introducing the objectives as a tool for planning and professional development before attaching them to “high‐stakes evaluations.” This allows teachers and administrators to begin training and familiarizing themselves with creating SLOs and tracking data. Slow teacher implementation also mitigates issues that may occur when teachers feel pressured or unprepared to meet their goals, such as grade inflation and artificially low SLO targets.

Determining the Best Evaluation Approach for Your Schools and Your Teachers

There are, of course, numerous challenges and benefits to each both the VAM and SLO frameworks. For one, SLOs can be used for teacher evaluation in any grade or subject. However, teachers and principals must make substantial efforts to implement the method – and ensuring consistency is challenging. Conversely, VAMs applied to end-of-course and commercial assessments create consistent, districtwide measures, yet generally require technical support from an outside provider.

Regardless of the model implemented, teacher evaluation data (when captured and analyzed effectively) can inform tenure decisions, improve instruction, enhance teacher preparation practices, and help to assign effective teachers to work with the students who need them most. Yet, it is clear difficulties arise in developing educator assessments that incorporate student growth measures while also exhibiting fair and objective administrative techniques. Following best practices when developing and implementing a right-fit, growth-oriented teacher evaluation model can help K-12 administrators, state boards of education, and districts effectively navigate the challenges that permeate this hot-button reform issue.

Want to investigate best practices for the inclusion of student growth measures in teacher evaluations? Complete the form below to download Hanover Research’s free report, Student Growth Measures in Teacher Evaluations.

With at least $3.6B at stake in FY2015, Federally Qualified Health Centers (FQHCs) need to be prepared to secure competitive grant dollars funded by the Patient Protection and Affordable Care Act (ACA). As FQHCs begin to strategically assess collaborative relationships, stakeholders, and networks across sectors now may be time to amplify their non-federal grant seeking to achieve this goal.

According to the Foundation Center’s Key Facts on U.S. Foundations, the dominant giving focus in 2011 was health, totaling $6.8B and comprising over one quarter of foundation giving that year. The Center’s preliminary data for 2013 indicates that strong stock market performance boosted the assets of many foundations. Overall giving by the nation’s private and community foundations reached $54.7 billion in 2013, exceeding previous record levels. A spring 2014 Chronicle of Philanthropy survey of the nation’s largest foundations reflected this positive outlook, citing a “skyrocketing” stock market that was fueling new grant programs dealing with society’s most complex challenges, including efforts to “make Obamacare work for everyone.”

Grantmakers in Health (GIH) recently published a report informing foundations of the opportunities presented by federal health reform to improve access to care and strengthen the financial security of the uninsured. GIH recommended several foundation investment priorities for 2014 and 2015, including:

Medicaid Expansion

Enrollment Policies Facilitating Access to Coverage

Outreach, Education and Mobilization

Technical Assistance to States

Feedback Loop (Convening front line advocates and state officials)

Information Technology Infrastructure

“Second Wave” Eligibility and Enrollment Simplification

The Uniform Data System (UDS) reported that FQHCs secured almost $600M in foundation and private grants and contracts in 2013, representing about 11% of grants and contracts income. Several foundations are directly supporting community health centers and other safety net providers, including:

National Funders - The Robert Wood Johnson Foundation’s funded the National Association of Community Health Centers to provide leadership for enrolling individuals in Medicaid and ACA-subsidized coverage and the Kresge Foundation’s Community Health Partnerships initiative, which seeks to build a better primary-care safety net and supports innovative approaches to improving community health.

State Health Foundations – While state government budgets have tightened, several state health foundations have stepped forward to facilitate care access and improved care for underserved populations. For example, the California Endowment has invested $18M to expand and build community health centers in low-income neighborhoods, while the California Healthcare Foundation partnered with the Center for Care Innovations to improve analytic capacity of community health centers to mine EHR data for improved patient care.

Corporate Foundations – The for-profit sector is beginning to recognize that community health and workforce vitality is directly linked to accessible, affordable health care. To illustrate this new corporate priority area, the GE Foundation sought to expand primary care for underserved populations in the 22 cities in which it operates by creating the multi-year, $50M Developing Health™ (DH US) initiative in partnership with community health centers.

It is clear that foundation opportunities exist, but many FQHCs lack the grant sophistication to identify, target, and secure these funds. To mitigate these barriers to funding, relying on grant professionals to prospect for key grantseeking priority areas, develop research-based programs, and submit competitive proposals will be critical to FQHCs’ long-term grantseeking success in the post-ACA era.

Teresa Wilke, MBA, is a Grants Consultant with Hanover Research, a global information services firm based in Washington, DC. Teresa has over 16 years of experience in program design, project management, and strategic communications, including 13 years of experience developing grant proposals and grant seeking strategies for universities and healthcare providers. She is a successful proposal writer, having secured over $25 million in new grants for nursing and science education, faculty development, laboratory and health facility renovations, student retention, health literacy, patient support, health information technology, chronic disease management, behavioral health and rural health projects.

]]>http://www.hanoverresearch.com/insights/finding-fqhc-funding-foundation-grantseeking-for-community-health-centers-hanover-in-fundraising-success-magazine/feed/0CASE STUDY: Assessing Economic Impact – Fort Valley State Universityhttp://www.hanoverresearch.com/insights/case-study-assessing-economic-impact-fort-valley-state-university/
http://www.hanoverresearch.com/insights/case-study-assessing-economic-impact-fort-valley-state-university/#commentsTue, 28 Oct 2014 15:03:41 +0000http://www.hanoverresearch.com/?p=14440Continued]]>Fort Valley State University (FVSU) is land-grant university and one of Georgia’s three public historically black colleges and universities (HBCUs). FVSU’s mission is to advance education with an emphasis on fulfilling the needs of its community. The institution achieves this vision through “communiversity,” an approach that focuses on the interdependence between community and university.

THE PARTNERSHIP GOAL

With Hanover, our institution has the support we need to move our initiatives forward.” -Lisa Wilson, Director of Sponsored Programs

Dr. Ivelaw Lloyd Griffith, President of Fort Valley State University, spearheaded the institution’s efforts in fall 2013 to provide key stakeholders with vital information illustrating FVSU’s economic impact on the local and statewide economies. When developing the conceptual framework for this initiative, Griffith stressed the importance of not only identifying Fort Valley State’s educational values, but also its gifts to the community and state as an economic enterprise.

It was within this construct that Lisa Wilson, Director of Sponsored Programs in FVSU’s External Affairs Division, established a partnership with Hanover Research in early 2014. Hanover serves as an effective extension of Wilson’ staff as well as a time-saving tool.

THE RESEARCH NEED

While the University System of Georgia (USG) already conducts annual economic impact reports on its 31 constituent institutions, FVSU desired a more detailed analysis focused on its specific economic and social impacts. To quantify FVSU’s influence on local, regional, and statewide economic development efforts, Wilson commissioned Hanover Research to perform both quantitative and qualitative economic impact analyses.

Hanover’s institution-specific evaluation provided the following insights to supplement the USG report:

• Expense-based analysis in addition to budget-based evaluation;

• Long-term economic benefits (e.g., contributions to workforce development, increased lifetime earning power associated with the degrees achieved by its graduates); and

Hanover’s methodology assessed not only demand-side inputs, but also intangible benefits to local residents. This analysis incorporated the elements listed in the image on the right.

THE INSTITUTIONAL VALUE

Hanover’s report validated that in fiscal year (FY) 2013, FVSU’s operating, capital, payroll, and student spending supported over 1,300 jobs and contributed nearly $139 million to the Georgia economy. Further, based on the estimated earning potential in the state of Georgia, FVSU’s graduating class of 2012 will earn nearly $9.5 million more per year than state residents lacking comparable education credentials.

An invested member of the Fort Valley community, FVSU operates programs now proven to support a diverse cross-section of local residents. FVSU’s impact on the local economy totaled nearly $90 million in FY 2013, and supported 1,000 jobs within a six-county region surrounding the institution. The output amount was fueled by $43 million in local spending within the region by FVSU and $25 million in spending by university students.

“The Hanover report provides more powerful evidence that our university is not only an influential educational enterprise, but also a formidable economic enterprise. We are benefiting the surrounding communities in general, and businesses and other vendors, in particular,” said FVSU President Dr. Ivelaw Lloyd Griffith.

FVSU is sharing Hanover’s findings with the media, in key stakeholder meetings, and throughout the University System of Georgia. Stated Lisa Wilson, “Our institution is now spreading the word to show how our business of education directly benefits the businesses of our community.”

This data is immediately applicable not only to FVSU, but also to local enterprises and community leaders. Since the report’s release in August 2014, FVSU has briefed the Peach County Chamber of Commerce and Development Authority on the findings. Subsequently, the Chamber of Commerce has integrated the economic impact data into its marketing efforts to engage new business.

For more information regarding this case study, contact Yui Nagashima.

Fort Valley State University is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools to award baccalaureate, master’s and educational specialist degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for questions about the accreditation of Fort Valley State University. Fort Valley State University is an affirmative action, equal opportunity institution and does not discriminate against applicants, students or employees on the basis of race, gender, ethnicity, national origin, sexual orientation, religion, age, disability or marital or veteran status.

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Related news:

FVSU shared the following one-pager, FY 2013 Economic Impact of Fort Valley State University, at its Fall Meeting of the Global Initiatives Council. To access a copy of the pager, click on the image below.

A new Hanover Research report, Enterprise File Sharing and Management: Achieving Productivity and Security, finds that compliance-focused enterprises struggle to adopt secure enterprise file synchronization and sharing (EFSS) capabilities. The report used a combination of secondary research and in-depth interviews to evaluate the global file sharing market and presents an analysis of highly-regulated enterprises’ requirements for electronic file sharing solutions. Hanover’s report serves as a warning to companies that have historically avoided the adoption of practices that might jeopardize organizational control of sensitive data, as the most dangerous decision these enterprises can make is to do nothing.

The biggest challenge in selling cyber insurance is educating businesses about the need for cyber coverage, according to a new survey conducted by Hanover Research and sponsored by ISO. The survey of insurance professionals found that among carriers offering cyber insurance, 40% say companies don’t think they need cyber coverage and 29% believe they’re already covered under existing policies. Only 12% say the biggest challenge is that premiums are too high.

]]>http://www.hanoverresearch.com/insights/press-release-potential-growth-in-cyber-insurance-linked-to-customer-education-in-new-iso-survey-verisk-analytics-iso/feed/0Leveraging Hanover’s Insights for Faculty Audiences – Cal U’s Office of Sponsored Programs Newsletterhttp://www.hanoverresearch.com/insights/leveraging-hanovers-insights-for-faculty-audiences-cal-us-office-of-sponsored-programs-newsletter/
http://www.hanoverresearch.com/insights/leveraging-hanovers-insights-for-faculty-audiences-cal-us-office-of-sponsored-programs-newsletter/#commentsMon, 27 Oct 2014 21:10:42 +0000http://www.hanoverresearch.com/?p=14458Continued]]>California University of Pennsylvania’s (Cal U) Office of Sponsored Programs and Research included Hanover’s “What IS Innovation, Anyway?” article in its Fall 2014 newsletter. This publication is distributed to approximately 900 of Cal U’s faculty and staff. Cal U embarked in a partnership with Hanover in 2007, and has since relied on the firm for a combination of research and grants support. The full newsletter is available at the link below, reprinted with permission from Cal U.

]]>http://www.hanoverresearch.com/insights/leveraging-hanovers-insights-for-faculty-audiences-cal-us-office-of-sponsored-programs-newsletter/feed/0How Georgia School Superintendents Association Applies Hanover’s Best Practices Research to Shape Future Superintendentshttp://www.hanoverresearch.com/insights/how-georgia-school-superintendents-association-applies-hanovers-best-practices-research-to-shape-future-superintendents/
http://www.hanoverresearch.com/insights/how-georgia-school-superintendents-association-applies-hanovers-best-practices-research-to-shape-future-superintendents/#commentsThu, 23 Oct 2014 13:51:18 +0000http://www.hanoverresearch.com/?p=14432Continued]]>The Superintendent Professional Development Program (SPDP) is a two-year leadership program that provides twenty-five aspiring superintendents from across the state of Georgia with access to professional development opportunities. Sponsored by the Georgia School Superintendents Association (GSSA), SPDP includes monthly seminars, conferences, and workshops focused on relevant issues for K-12 education leaders.

SPDP’s September 2014 professional development meeting focused on effective superintendent and school board governance policies and practices. To guide the curriculum for this meeting, administrators at GSSA designed participant learning experiences around the following best practice recommendations from Hanover Research’s Effective Board and Superintendent Collaboration report:

Clarify roles and expectations for both board members and superintendents;

Establish and implement a clear process for communication between board members and school administration;

Work to build trust and mutual respect between the board and administrative team;

“Hanover’s research was very beneficial to guide our meeting agenda.The more we can incorporate research into learning experiences for our aspiring superintendents, the better foundation these administrators will have as they move forward into this role,” stated Debra Harden, GSSA’s Professional Development Director. “Infusing research into our learning curriculum will allow us to succeed in strengthening our practice as leaders for Georgia’s public school children.”

Harden will continue to integrate Hanover’s best practices research when planning future professional learning experiences for GSSA’s membership.

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About the Georgia School Superintendents Association: The mission of the Georgia School Superintendents Association (GSSA) is to be the chief advocate for Georgia’s public school children. The organization focuses on advocacy, leadership, and professional learning for the state’s superintendents and K-12 education leaders. GSSA’s goal is to transform ideas into action—helping schools become exciting places of learning that can make a difference in the lives of Georgia’s future leaders. Learn more about GSSA here.

Teresa Wilke, Senior Grants Consultant, is once again a Becker’s contributor. Teresa authored two articles that address the current funding landscape for FQHCs and the implications of the upcoming appropriations cycle. Teresa argues that the application of foundation grantseeking can provide an effective funding supplement to FQHCs in this uncertain Congressional climate.

Reproduced from Becker’s Hospital Review

Read the first installment of the article Federal Appropriations, FQHCs, and a Potential Funding Cliff: Today’s Congressional Waiting Game here.

]]>http://www.hanoverresearch.com/insights/whats-happening-in-the-world-of-education-technology-hanover-in-edtech-magazine/feed/0Community Health of South Florida Receives More than $500,000 in HRSA Funding to Expand Community Serviceshttp://www.hanoverresearch.com/insights/community-health-of-south-florida-receives-more-than-500000-in-hrsa-funding-to-expand-community-services/
http://www.hanoverresearch.com/insights/community-health-of-south-florida-receives-more-than-500000-in-hrsa-funding-to-expand-community-services/#commentsWed, 15 Oct 2014 15:55:40 +0000http://www.hanoverresearch.com/?p=14402Continued]]>Funds will allow CHI to better serve its patient population by hiring additional clinician and support employees

Awarded funds will significantly increase regional healthcare access for migrant and seasonal farmworkers and their families by providing additional hours of urgent care services, evening and weekend and pharmacy services, and evening prescription delivery at two of CHI’s major community health center locations. These prolonged service hours will mitigate patient transportation barriers to provide critical medication management services for patients with chronic diseases like diabetes, hypertension, asthma, and obesity. At the conclusion of the two-year project period, the expansion will allow CHI to serve a total of 405 new patients and 6,033 existing patients with more convenient, targeted, patient-centered care.

“Community Health of South Florida Inc. has always worked to make sure there are no barriers to access quality healthcare,” said Colonel Brodes H. Hartley Jr., President and CEO of CHI. “It’s what we believe and it’s in our DNA. That’s why this grant is so important. It will quite literally open the door to good health for hundreds of new patients and undoubtedly save lives in the process.”

Working closely with CHI’s executive team, Hanover Research grants consultants aligned the organization’s service area needs within the explicit restrictions and parameters of the HRSA funding opportunity. Hanover consultants also suggested specific methodologies for calculating patient expansion projections and helped to create the final proposal narrative.

About Community Health of South Florida, Inc.:Community Health of South Florida, Inc. is a non-profit health care organization providing affordable quality primary and behavioral health care services to the residents of rapidly growing South Florida. CHI operates ten state of the art primary care center and forty-two school based programs. CHI offers a “one-stop-shop” model where the organization and delivery of quality services are seamless, affordable, accessible, and culturally sensitive. Learn more by visiting http://www.chisouthfl.org.

About Hanover Research: Hanover Research provides comprehensive grant development support to healthcare organizations, hospitals, higher education, K-12, municipalities, and other non-profit organizations. All services are delivered on a fixed-fee annual basis, with clients receiving support on an unlimited number of sequential activities across the partnership term. Areas of expertise include: grants prospecting and strategy; program development consultation; grant proposal development; and ongoing opportunity identification. Visit us at www.hanoverresearch.com.

Guest bloggerJoel Sackett has been helping organizations realize their digital visions for almost a decade. He has worked on numerous high-profile projects, including PBS Student Reporting Labs, Whitehouse.gov and 2012 Olympics coverage for AP.

A lot of the conversation taking place about technology and education today focuses on digital classroom tools that are meant to help educators teach better or to help students learn better. But technology can and should have a huge impact on the administrative process as well.

Consider this: A recent Metlife Survey of the American Teacher found that almost 70% of principals reported their job responsibilities were different than those they had five years earlier, and 75% reported that they felt their jobs were too complex. While it’s obvious that technology is a significant part of this change, we need to work to ensure it is helping handle the increasing complexity surrounding educational leadership, not adding to the work load.

While there are district leaders who have embraced technology, many find technology foreign, intimidating or overwhelming. There are leaders who remain reluctant to embrace technology and some only think of technology as the basic infrastructure for their day-to-day tasks. Are districts overlooking tools that are purpose-built to improve the administrative process? If so, they are ignoring the fact that these technologies can enable administrators and teachers alike to do everything from controlling costs to improving communications to giving student learning a boost.

Schools across the country are concerned with instilling 21st century skills in their students, and true leadership comes from leading by example. How will students learn to be digitally savvy if their districts are not technology inclined?

With that in mind, let’s take a look at three steps districts can take to help overcome this leadership reluctance to embrace technology:

1. Make sure it works, and is easily available. While this first step may seem obvious, sometimes there is good reason for administrative skepticism surrounding technology. That is often related to the fact that this step was not checked off! For example, there has been a lot of hype for technology to “disrupt education” – which makes for a great sound byte. But sensationalism like “disruption” often skews the benefits while lacking actionable steps for how to be successful with the actual offering. As a result, many expect the return on a promise of a silver bullet solution, but then have one bad experience – which in turn makes them skeptical of would be great technological tools.

There are a few ways to ensure the technology you use has tangible value. For instance, have some in leadership who aren’t as technically inclined test and give feedback on the product before you commit – a simple “try before you buy.” On the more technical end, have an IT expert make sure the tool integrates seamlessly into existing systems – especially systems in place that are the most efficient or add the most value. Another good tactic is to focus on outcomes when evaluating technology. Don’t be fooled by features that don’t actually address the problem you are trying to solve – stay laser-focused on the “why” and then make sure your technology choice is addressing it simply and effectively.

2. Offer support. Of course, it’s also important for districts to make a concerted effort to make the chosen technology accessible. That means acknowledging that change can be intimidating, and doing what you can to help administrators and teachers overcome their fears, and feel empowered instead of forced. One way to do so is to pair tech-savvy leaders and teachers with those just learning the ropes. On top of that, though, make sure you provide consistent professional development for staff-members that allows them enough time to become comfortable with the use of the technology. This doesn’t mean a couple one-hour training sessions; instead, it should be an ongoing, supportive process. And, this need not be something that a district has to tackle on its own. Rather, the selection process for any technology tool should include an in-depth look at what support services are included with the purchase.

3. Focus on outcomes. I mentioned this in the evaluation process, but it’s important long after you choose a certain technology. A key to success is to make sure leaders know why embracing technology is so important. To start, that means explaining or proving the efficiency and/or cost savings that come as a result of the technology. But even beyond that, make sure to tie the outcomes to the end goal of all education: student achievement.

In high performing schools, administrators play a crucial role in establishing high expectations for students and teachers, communicating a clear plan for student achievement and teacher cooperation, and making expectations for state and federal standards clear. They also work to create an environment where everyone has a stake in school improvement.

Technology can streamline the work process and enrich the learning process. The leadership must lead by example, establish high expectations for its use, and work along with and support each other and the teachers. It is through support, leading by example, and celebrating the positive outcomes, that technolgy’s potential can truly be realized.

WASHINGTON, DC – The Hampton University First in the World Partnership (HU-FITWP) was awarded a $3.5 million grant from the U.S. Department of Education (ED) to increase the access to and affordability of a university education in science, technology, engineering, and mathematics disciplines (STEM) for underrepresented and/or low-income students.

“After receiving nearly 500 applications from around the country, we’re excited to announce Hampton University will receive a First in the World grant, funded for the first time this year,” said U.S. Secretary of Education Arne Duncan. “Each grantee demonstrated a high-quality, creative, and sound approach to expand college access and improve student outcomes. We are confident these projects will have a positive impact on increasing access and completion and help us reach President Obama’s 2020 goal, to once again have the highest share of college graduates in the world.”

“While the number of STEM jobs continues to increase, the number of underrepresented minorities graduating with degrees in these fields remains low,” said Hampton University President Dr. William R. Harvey. “We believe the Hampton University First in the World Partnership will provide minority students with access to a university STEM education and the tools necessary to be successful and graduate.”

To help facilitate the goals of the HU-FITWP, partnerships will be established with several entities from academia and the private sector. These partners include Northwestern University; the Joint School of Nanoscience and Nanoengineering; Accenture; Achievable Dream Academies, Newport News, Va. and the From One Hand to Another Foundation, Virginia Beach, Va. These establishments will provide such support as offering internships, employment opportunities, hosting enriching lecture series, and exposing the participating students to educational experiences that promote interest in the STEM disciplines.

The project goal is to serve 1,056 students over four years. The target population includes students who have been accepted to HU for the fall 2014 semester and subsequent years and have declared a STEM major. Project activities will include redesign of math courses, student-centric and project-based learning, the creation of a math emporium, a summer bridge program, and faculty development. The anticipated results include an increase in college success and persistence for underrepresented, underprepared, and/or low-income STEM students, increased earning potential for students, decreased societal costs, and more STEM-qualified underrepresented graduates.

This funding award was achieved with the support of global information services firm, Hanover Research. Hanover Grants Consultant Michael Preuss, Ed.D. worked closely with Hampton’s team to provide complete program support.

Hampton University and Hanover have established a winning partnership that it plans to continue in the future.

About Hampton University:Hampton University is a dynamic, progressive institution of higher education, providing a broad range of technical, liberal arts, and graduate degree programs. In addition to being one of the top historically black universities in the world, Hampton University is a tightly-knit community of learners and educators, representing 49 states and 35 territories and nations. Learn more at http://www.hamptonu.edu/.

WASHINGTON, DC – Santa Rosa Junior College (SRJC) was awarded $2.65 million in its first ever Title V grant win through the Department of Education’s Developing Hispanic-Serving Institutions (HSI) Program.

“This is a transformational moment not only for SRJC, but for the entire community,” said Dr. Frank Chong, President and Superintendent of Santa Rosa Junior College. “We eagerly welcome the grant and what we will be able to achieve with the additional resources to serve the unique needs of the Latino community in Sonoma County and the North Bay.”

Funds will support the development of the Multi-cultural Education Transfer Acceleration, or Meta4, Program. This program aims to increase academic opportunity and attainment for Hispanic and low-income students at Santa Rosa Junior College by:

Increasing access, retention, and degree or certificate completion for Hispanic and low-income students;

Increasing the number of Hispanic English Learners students enrolling in, and successfully completing, transfer-level composition courses;

Providing Hispanic and low-income students access to new technology advising and planning tools to increase their academic success, retention, and graduation rates; and

Improving the transition and continuing success of Hispanic and low-income students to the demands of college, with an emphasis on improving student support and academic success.

“We are proud to have competed in our first Title V grant with successful results. The outcome would not have been possible if Hanover Research was not there to support us throughout the process,” stated Catherine Prince, SRJC’s Dean of Instruction and Strategic Program Development. Hanover Grants Consultant Christopher Nance collaborated with Prince and her principal investigator team to review a previous Title V submission and make crucial revisions for targeted proposal improvement.

“SRJC and Hanover formed a formidable grants team. Together, we made the process of applying for a large grant seamless,” Prince continued. “SRJC’s Title V grant will provide opportunities for our institution to effect needed changes. We will help not only Latino and first generation students, but all students at SRJC. More will obtain degrees and certificates, and more will be transfer to four-year institutions. These changes will promote a college-going culture in our community for current and future generations of students.“

Regarding this recognition from the Department of Education, Hanover Content Director Sarah Sorvalis stated:“SRJC came into the Hanover partnership with the goal of building a strong base of federally funded programs, specifically around HSI opportunities. This funding award directly supports the institution’s goal both in the short-term and long-term.”

This is the second award in the Hanover Research-SRJC partnership, the first being an NSF ATE Program implemented in 2013.

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About Santa Rosa Junior College: Santa Rosa Junior College was founded in 1918, and is the twelfth oldest among California’s 112 community colleges. It has grown from an initial freshman class of 19 students into one of the largest single college districts in the nation. SRJC offers comprehensive educational opportunities, and in Fall 2014 enrolled over 26,000 students in more than 2,700 classes. Learn more at www.santarosa.edu

About Hanover Research: Hanover Research provides comprehensive grant development support to healthcare organizations, hospitals, higher education, K-12, municipalities, and other non-profit organizations. All services are delivered on a fixed-fee annual basis, with clients receiving support on an unlimited number of sequential activities across the partnership term. Areas of expertise include: grants prospecting and strategy; program development consultation; grant proposal development; and ongoing opportunity identification. Visit us at www.hanoverresearch.com.

Which institutional characteristic(s) do youconsider to have the most influence on theorganization’s grantseeking capacity?Share your thoughts onTwitter using the hashtag#GetGrantReady

11:15 am – 12:30 pm

Critiquing Proposals When You’re Not the Subject Matter Expert

Session T18Many pre-award staff members lack the confidence to critique proposals
prior to submission, since they are not experts in the proposal subject.
Join Paul Tuttle for this interactive session as he discusses four strategies
for critiquing proposals as someone other than a subject matter specialist.

3:45 pm – 5:00 pm

Strategies for Career Advancement: Three Case Studies

Session T44
No child wishes he or she might grow up to be a research administrator;
that eventual career simply wasn’t on our radar, so we tended to enter
the profession through multiple idiosyncratic doors. Now that we’re
here, our pathways for advancement may seem equally byzantine.
Teresa, Michael, and Paul will offer multiple strategies for career
advancement based on three case studies of colleagues’ pathways from
entry-level to senior-level positions

About the Conference

The 47th SRA International Annual Meeting is a four-day event that brings together research administrators from across the globe to learn, share and transform ideas into solutions with more than 135 innovative learning sessions. The Annual Meeting features a full slate of industry, government and subject matter expert speakers. To learn more, visit srainternational.org

]]>http://www.hanoverresearch.com/insights/join-hanover-researchs-grants-experts-at-the-2014-sra-international-annual-meeting/feed/0Washoe County School District Awarded Over $970,000 in ED Project Prevent Grant Competitionhttp://www.hanoverresearch.com/insights/washoe-county-school-district-awarded-over-970000-in-ed-project-prevent-grant-competition/
http://www.hanoverresearch.com/insights/washoe-county-school-district-awarded-over-970000-in-ed-project-prevent-grant-competition/#commentsTue, 07 Oct 2014 18:48:44 +0000http://www.hanoverresearch.com/?p=14336Continued]]>Grant funding will allow the district to expand and consolidate violence prevention efforts in high-needs schools

WASHINGTON, DC –Washoe County School District (Washoe) was awarded $973,491 from the U.S. Department of Education (ED) under its new Project PreventGrant Program. Awarded funds will be used to develop Washoe’s Practice PEACE (Prevention of violence, Education in SEL, school Ambassadors, Counseling services, and shared Empathy) program.

Practice PEACE intends to break the cycle of violence at targeted high-need schools in Reno’s North Valleys. The program will meet the needs of students affected by pervasive violence through the use of best-practice prevention and intervention strategies and services, including the following:

Providing school-based counseling services, or referrals to community-based counseling services, for assistance in coping with trauma or anxiety;

Establishing school-based social and emotional supports for students to help address the effects of violence;

Implementing conflict resolution and other school-based strategies to prevent future violence; and

Creating a safer and improved school environment through the development of activities that decrease the incidence of harassment, bullying, violence, gang involvement, and substance abuse.

“The safety of our children is second to none and it must remain a top priority within our communities. These funds provide our teachers with additional resources to create the best possible environment for Nevada’s students to learn and grow,” said Governor Brian Sandoval.

“We know that school climate is one of the most important factors in student achievement and educator effectiveness,” said Nevada Superintendent Erquiaga. “These grants will help move Nevada forward.”

To achieve this award, Hanover Research Grants Consultant Rebecca Huenink helped Washoe’s project team structure their program design in accordance with the Substance Abuse and Mental Health Services Administration’s Trauma-Informed Approach, an alignment suggested in the ED’s opportunity solicitation. Further, Hanover’s contributions were critical in in strengthening the proposal’s overall competitiveness to meet the ED’s new evidence standards.

“This recognition from the Department of Education is especially impressive not only given the agency’s enhanced, research-based standards, but because in a competition that made just 22 awards, Washoe was one of only four districts awarded funds in the top $900,000 and above range,” stated Chris Gray, Content Director in Hanover’s Grant Development Practice.

Previously in the district’s grants partnership, Hanover’s proposal support assisted Washoe in becoming a finalist for the 2013 Race to the Top-District (RTT-D) competition.

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About Washoe County School District:The Washoe County School District includes the Reno/Sparks metropolitan area, Incline Village, Gerlach, and Wadsworth, Nevada. The District provides each of its 63,000 students with a superior education in a safe and challenging environment and is committed to graduate every child career and college ready. For more information visit: www.washoecountyschools.org

About Hanover Research: Hanover Research provides comprehensive grant development support to healthcare organizations, hospitals, higher education, K-12, municipalities, and other non-profit organizations. All services are delivered on a fixed-fee annual basis, with clients receiving support on an unlimited number of sequential activities across the partnership term. Areas of expertise include: grants prospecting and strategy; program development consultation; grant proposal development; and ongoing opportunity identification. Visit us at www.hanoverresearch.com.

]]>http://www.hanoverresearch.com/insights/washoe-county-school-district-awarded-over-970000-in-ed-project-prevent-grant-competition/feed/0Hanover Research attends the Center for American Progress Conference,“Common Core: The Politics, the Principles, and the Promise”http://www.hanoverresearch.com/insights/hanover-research-attends-the-center-for-american-progress-conferencecommon-core-the-politics-the-principles-and-the-promise/
http://www.hanoverresearch.com/insights/hanover-research-attends-the-center-for-american-progress-conferencecommon-core-the-politics-the-principles-and-the-promise/#commentsMon, 29 Sep 2014 14:56:39 +0000http://www.hanoverresearch.com/?p=14316Continued]]>The Common Core State Standards, which were adopted by more than 40 states and the District of Columbia, are one of the most significant shifts in American public education in decades. The standards aim to improve the quality of education by creating a set of academic expectations for the knowledge and skills that students need to be successful in college and the 21st century workplace.

During the conference, CAP discussed the parent poll they had released in collaboration with Margie of Purple Insights, which revealed that while many parents state they are familiar with the Common Core standards, often those who report the highest levels of familiarity with the standards believe some of the most prevalent Common Core myths. Conference attendee and Development Director Lane Stickley, who works closely with districts around the nation to devise research-based solutions, remarked “While the Common Core standards have been politicized like many previous education initiatives, the extent to which it has been politicized is surprising. What is alarming is the proliferation of ‘myths’; a statistic that stuck with me is that only 5% of parents rightly know that the Common Core isn’t a federal mandate.”

Heather Popielski, one of Hanover’s K-12 research experts, is eager to share with her K-12 partners and fellow researchers the perspectives on Common Core voiced by key stakeholders, including lawmakers, administrators, educators, and parents. She noted “Many of the issues discussed—such as the persistence of certain myths about the standards, the need to allow sufficient time for implementation, and the importance of providing educators with necessary supports—are faced by our K-12 partners every day in their communities and their classrooms. It was truly valuable to hear the presenters’ thoughts on how to overcome these challenges and ensure that students get the college- and career-ready education they deserve.”

Lane confirms the value of attending: “I found the information discussed at the conference to be very informative,” she affirms. “In particular, I thought Major General Spider Marks represented a unique perspective that the continuity of CCSS is very beneficial to families who have a tendency to move frequently, such as military families. As such, this continuity between states is a much-needed benefit for many students.”

Common Core Resources: Guides to Explanation & Implementation

To address the commonly-held misconception that Common Core standards are not evidence-based, CAP released a report outlining the evidence and science used in the creation ofthe standards.

Often, guides such as the Center’s Roadmapare primarily geared toward administrators. In order to better inform a wider audience around Common Core Implementation, Hanover Research created a series of Common Core Explanation brochures geared toward helping teachers, parents, students, and administrators understand and explain the standards to others. The brochures include key facts such as the origin and rationale for the standards, an explanation of the standards for English and Math, a Frequently Asked Question section, and Recommendations for Action for each specific group.

If you would like free copies of Hanover Research’s Common Core Standards: An Introduction for Teachers, Parents, Administrators, and students, click here.

Hanover Research representatives Lane Stickley, Betty Jeanne Cupcheck, and Heather Popielski at the Center for American Progress Conference, “Common Core: The Politics, the Principles, and the Promise”